Following an extensive and federally funded analysis of literature related to boys learning French as a second language (FSL) in Canada, the authors propose a series of research questions to guide future research related to males in FSL classrooms. To better understand the need for this research age...

This chapter reviews recent theoretical and empirical literature regarding teachers' uses of the target (TL) and first (L1) languages in second (SL) and foreign (FL) language classrooms. Theoretically, the article explores several issues related to teachers' use of the L1 and the TL in the classroom...

Describes the pedagogical approaches of 4 Grade 9 core French teachers and compares students' results on tests of general French proficiency and achievement tests, based on the objectives of a multidimensional project-based instructional unit used by all 4 teachers. Observation data suggest that the...

This article is designed for core French teachers at all levels, especially pre-service and new teachers. The article proposes effective strategies for maximizing teacher and student use of French, as well as strategies for a limited, selective, and judicious use of English to promote learning.

Part of a special issue on new Canadian research into the teaching of French as a second language. A study investigated reform in core teaching of French in Canada. During one school semester in one school district, the study observed four ninth-grade core French classes. Findings suggested that the...

This research reports results from a survey of 274 core French teachers across Canada to define teachers' belief systems towards computer technology, teachers' experiences with computers, and factors contributing to the use of computers in the core French classroom. Results revealed three ...

A rudimentary conceptualization of the lag effect might be as follows. Total French immersion students' performance in English lags behind the students' academic potential due to lack of formal instruction in English. Once formal instruction begins, however, students show rapid gains in performance....

In 1996, the Education Quality and Accountability Office (EQAO)(FN1) introduced a provincial testing program for all students at Grades 3 and 6 in Ontario. This created a unique opportunity to investigate French immersion students' performance on tests of English reading and writing and mathematics ...